Bilingual education in a multilingual world

Carroll, Kevin S.; Combs, Mary Carol

doi:10.4324/9781315676203-17

Cited by 7 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The situation is further complicated by the fact that there has been an increased influence of English in the curriculum of government schools to better prepare Emirati students for English-medium post-secondary education (Carroll and Combs, 2016; Litz and Blaik Hourani, 2016). Due to the widespread perception that private schools offer a higher quality of education, superior English instruction and better school leadership (Azzam, 2019), it is perhaps less surprising that Emirati parents make decisions to pay for private-sector instruction.…”

Section: Accountability and Quality In Educational Marketplacementioning

confidence: 99%

Accountability and quality assurance for leadership and governance in Dubai-based educational marketplace

Jaafar

Alzouebi

Bodolica

2022

IJEM

View full text Add to dashboard Cite

PurposeOver the past decades, there has been an intensifying movement to privatize education in Western nations, with equal concern about the quality of education for all. This article adds to a global understanding of school inspections as a governance mechanism to promote educational quality in an entirely open K-12 educational marketplace.Design/methodology/approachThe role of school inspections as a quality assurance device is examined from a market accountability perspective. The Emirate of Dubai is used as an illustrative example of market accountability, where the educational landscape constitutes primarily a private open market.FindingsDubai proves that market accountability can address the needs of all families, assuring the provision of a sufficient quality standard of education, while allowing for competition to drive improvement. There are two lessons that Dubai offers a global audience that has been debating the merits of privatizing education: a fully free unregulated market does not promote an education system that provides a minimum standard of education for all; and a private education system can address stakeholder concerns and operate successfully in parallel to a public sector.Originality/valueThe idiosyncratic United Arab Emirates (UAE) education sector calls for a balance between flexibility and quality assurance across semi-independent jurisdictions. Hosting a majority of non-Emirati resident families, Dubai has developed a public inspection system for a private education market for quality assurance across 17 curricula offered in 215 private schools with diverse profit models. That most Dubai school-aged children are in private schools demanded accommodating an atypical landscape for K-12 education that affords insights into how a free market can operate. The authors encourage future research that may build a more comprehensive framework for better understanding the public–private education debate.

show abstract

Section: Accountability and Quality In Educational Marketplacementioning

confidence: 99%

Accountability and quality assurance for leadership and governance in Dubai-based educational marketplace

Jaafar

Alzouebi

Bodolica

2022

IJEM

View full text Add to dashboard Cite

show abstract

“…Despite the fact that public schools, available only to Emirati nationals, are supposed to teach in Arabic, they have nevertheless begun implementing a bilingual curriculum. In fact, nearly 45 percent of weekly instruction in government schools is communicated in English (Carroll and Combs 2016). Th is is done in order to help Emirati nationals have a chance to compete with their fellow Emiratis who attend private English medium schools.…”

Section: Dubai and The Uaementioning

confidence: 99%

Multilingualism and the Role of English in the United Arab Emirates, with views from Singapore and Hong Kong

Siemund¹,

Al‐Issa²,

Rahbari³

et al. 2021

Research Developments in World Englishes

View full text Add to dashboard Cite

“…В них на перший план виходять мови національних меншин (наприклад, в Україні це можуть бути програми, написані кримськотатарською або угорською). Така освіта отримала назву багатомовного навчання рідною мовою «mother tonguebased multilingual education (MTB-MLE)» [1]. З іншого боку, там, де вивчення англійської відображає реальні потреби країни, її сила, престиж та статусність як глобальної «lingua franca» (тобто засобу міжнародної комунікації) робить мову популярним вибором серед здобувачів фахової передвищої та вищої освіти, які працюють над тим, щоб отримати змістовні знання.…”

unclassified